The Finnish National Agency for Education Ministry of Education and Culture 2018
the European Qualifications Framework
and the Framework for Qualifications of
the European Higher Education Area
Senior Adviser Saara Louko and Head of Unit Carita Blomqvist from the Finnish National Agency for Education were responsible for drafting the report.
The international experts involved in the referencing process were
Stefan Skimutis, former representative of the Swedish NCP, formerly employed at the Swedish National Agency for Higher Vocational Education
Eduard Staudecker, Member of the EQF Advisory Group, CEO of the Austrian NQF steering group, employed at the Ministry of Education and Women’s Affairs in Austria
Gunnar Vaht, Director of the Estonian ENIC/NARIC Centre, President of the Lisbon Recognition Convention Committee
The Finnish National Agency for Education
The National Co‐ordination Point for the European Qualifications Framework P.O. Box 380, FI‐00531 Helsinki, FINLAND
Tel. +358 29 533 1000 Email: recognition@oph.fi
www.oph.fi/qualificationsframework Published in 2018
ISBN 978-952-13-6496-9 (pdf)
4 5 9 FOREWORD
1 BACKGROUND AND INTRODUCTION
2 FINNISH EDUCATION SYSTEM AND QUALIFICATIONS REFERENCED TO THE FINQF
2.1 Ministry of Education and Culture governed qualifications and syllabi 11 2.1.2 General upper secondary education and the matriculation examination 13
2.1.3 Vocational qualifications 15
2.1.4 Higher education degrees 17
2.2 Other administrative sectors' qualifications 24
2.2.1 National defence qualifications 24
2.2.2 Prison and probation service qualifications 25
2.2.3 Qualifications in police services 25
2.2.4 Qualifications in fire and rescue services and emergency response centre operations 26
3 REFERENCING AND SELF‐CERTIFICATION PROCESSES IN FINLAND 27
3.1 Criteria for referencing qualifications frameworks to the EQF 27 27 28 31 33 35 35 38 40 40 3.1.1 Criterion 1: Responsibilities and legal competence of national authorities
3.1.2 Criterion 2: Links between the qualifications frameworks’ level descriptors 3.1.3 Learning outcomes as a basis for the framework including validation (criterion 3) 3.1.4 Transparency in inclusion and placement of qualifications to the FiNQF (criterion 4) 3.1.5 System of quality assurance and quality assurance bodies’ involvement
(criterions 5 & 6)
3.1.6 International experts (criterion 7) 3.1.7 Referencing report (criterion 8)
3.1.8 Publishing the referencing report (criterion 9)
3.1.9 Qualification Certificates and Diplomas (criterion 10) 40
3.2 The criteria and procedures for self‐certification to the QF‐EHEA 42 3.2.1 Criteria for the compatibility of the FiNQF to the QF‐EHEA 42
3.2.2 Procedures for verifying the compatibility 47
4 FUTURE DEVELOPMENTS AND CHALLENGES 48
4.1. Disseminating information 48
4.2. Opening the framework for other learning 49
4.3. Changes in the qualifications system 49
ANNEXES 51
Annex 1: EQF, QF‐EHEA and FiNQF level descriptors side by side and qualifications referenced to the
FiNQ 51
Annex 2: The international experts’ commentaries on the report 56
Annex 3: Relevant legislation and other references 58
A note on the terminology used in this report
The following terms, which are used in this report, are established and used in Finland when describing the Finnish system of education and qualifications.
Competence modules Included in the FiNQF along with qualifications, can refer to a part of a qualification (an entity), qualification units, further training related to an eligibility, or module of studies that is a requirement for a particular profession.
Qualification Refers to completion of a programme or demonstration of nationally defined set of competences leading to the award of a qualification or a degree.
Recognition of prior learning Process of assessing what a person has learnt through his/her prior studies and life‐long learning. The term can also be used to refer to the result, a process that is complete. In this report the term is used in the context of study.
Syllabus For example the programme of study in nine‐year basic education. The term is also used to refer to the studies completed in general upper secondary education that prepare students for the matriculation examination. A certificate is awarded on the completion of a syllabus.
Foreword
This report provides information on the Finnish National Framework for Qualifications and Other Competence Modules (FiNQF), it explains how this framework was prepared over the years, describes the qualifications referenced to the national qualifications framework, and most importantly provides evidence on how the FiNQF is referenced to the European Qualifications Framework for Lifelong Learning (EQF) and self‐certified to the Framework for Qualifications of the European Higher Education Area, the EHEA Qualifications Framework.
The report is intended as a single comprehensive, yet concise, description about the
referencing and self‐certification processes. The report was prepared by the Finnish National Agency for Education which has functioned as the EQF National Co‐ordination Point (EQF NCP) since 2008, and is a member of the National Correspondents for Qualifications Frameworks (EHEA Qualifications Framework) network. The report has been finalised with and approved by the Ministry of Education and Culture.
The report was presented in the EQF Advisory Group meeting held on 12 December 2017 in Brussels. This is a revised version of the report that considers the comments given in the meeting, as well as those submitted before and afterwards.
1 Background and introduction
The Finnish National Framework for Qualifications and Other Competence Modules (FiNQF) was formally adopted on 1 March 2017. On this date, the Law and the Decree governing the FiNQF entered force, which marked a formal culmination of the work towards a national qualifications framework. In fact, much had been done before; the Government committed to the preparation of a national qualifications framework in 2008 and since then Finland has been actively involved in international discussions and co‐operation on qualification frameworks.
Developments within the Finnish system of the education have for long been parallel with the objectives of the European Qualifications Framework; vocational competence‐based
qualifications were introduced in the mid‐1990s and learning outcomes based vocational qualifications in the late 1990s. Also, other purposes of the qualifications framework were already familiar and had been promoted earlier, before the European Qualifications Framework (EQF) was introduced. In relation to educational pathways within the Finnish education system, vocational qualifications have given access to all forms of higher education since the late 1990s, and for decades the Finnish education and qualifications system has been designed so that there are no dead ends. As for higher education, Finland has actively and at an early stage implemented what was agreed in the Bologna Process. This applies especially to the three‐cycle degree structure, credits’ ECTS compatibility, Diploma Supplement and quality assurance matters. The shift towards learning outcomes in higher education has been slower than in other sectors of education in Finland, but the progression has been systematic and it has intensified during the last years.
In 2004, the Ministry of Education and Culture1 set up a working group whose task was to draw up a clear and transparent description of the Finnish higher education degrees ‐ a
qualifications framework. The proposed framework described Finnish higher education qualifications in terms of their work load, level, learning outcomes as well as the eligibility provided for further study. The learning outcomes were divided into knowledge, which was examined in terms of breadth and depth; language and communication skills; and
competence, comprising cognitive, professional and ethical competence. Later this work was integrated to the development of a national qualifications framework comprising all
qualification levels in the Finnish education system.
In 2008, the Ministry of Education and Culture appointed a committee to prepare a proposal for the national qualifications framework (NQF), define its levels in terms of learning
outcomes, and determine the criteria according to which qualifications should be placed at different levels of the national and European qualifications frameworks. In addition, the
1 In 2010, the Ministry of Education was renamed Ministry of Education and Culture to better reflect its field of operation.
For reasons of clarity, the present names for the ministries are used throughout this report.
committee was expected to propose how the national qualifications framework ought to be maintained, updated and developed, and describe how quality assurance will be organised.
The committee also had to prepare a proposal on whether the national qualifications framework could be extended to cover all learning, in addition to qualifications.
This committee had a wide representation of relevant stakeholders, including different ministries, education and training providers, higher education institutions, rectors’
conferences, headmasters’ association, adult education representatives, student organisations representing different educational levels, Association of Finnish Local and Regional Authorities as well as social partners. Representatives in charge of qualifications not governed by the Ministry of Education and Culture also participated in the work of the committee.
In its report given in June 2009 (Ministry of Education, 2009), the committee made proposals which formed the basis for legislation adopted at the beginning of 2017. The most important proposals concerned the number of levels (eight) in the framework, level descriptors with a holistic approach to learning outcomes (meaning that no explicit distinction between
knowledge, skills and competence is made), a proposal for the placement of qualifications to the framework, the decision to use the best fit approach, and the plan to extend the scope of the qualifications framework in the second stage of work. The report also proposed that the national qualifications framework should include qualifications which are awarded outside the administrative sector of the Ministry of Education and Culture.
The process of preparing and adopting the national qualifications framework was long and included three Government Proposals for an act and decree. The proposals given in 2010 and 2012 both lapsed. The third proposal, which was approved by the Parliament, made use of the work done towards the previous proposals but included some updates and revisions proposed by a committee that had been appointed by the Ministry of Education and Culture. The committee consisted of officials from the Ministry of Education and Culture and the Finnish National Agency for Education and its tasks were to revise and update the content of the previous proposal to reflect the current situation and the changes made to the qualifications.
In autumn 2016, the Ministry of Education and Culture invited formal feedback on the revised report from all stakeholders and almost 90 opinions were submitted.2 The feedback received was very positive and indicated that there is a need for this framework. In most responses, it was considered important to emphasise the learning outcomes based approach and to open the framework in a later stage to include also other competence modules. Based on the feedback received, some changes were also made to the level descriptors.
The following table shows the placement of syllabi and qualification to the National Qualifications Framework levels as determined in the Government Decree. The national legislation defines the level and status of several qualifications, governed by other
2 The ministry invited feedback also on the previous proposals of 2010 and 2012.
administrative sectors, in relation to Ministry of Education and Culture governed ones. For this reason, individual qualifications are named in the table only when necessary. As an example, the degree of Bachelor of Policing Studies is defined by a decree as comparable to a bachelor’s degree awarded by a university of applied sciences.3
3 Defined by the Decree on the Higher Education Degree System 464/1998
Qualifications and syllabi placed at FiNQF levels
1
2 Basic education certificate / syllabus 3
4
General upper secondary education certificate / syllabus Matriculation examination
Upper secondary vocational qualifications Further vocational qualifications
Basic Examination in Prison Services Fire Fighter Qualification
Emergency Response Centre Operator Qualification
5
Specialist vocational qualifications
Sub‐Officer Qualification (Fire and Rescue Services) Vocational Qualification in Air Traffic Control
6
Bachelor’s degrees (universities of applied sciences) Bachelor’s degrees (universities)
7
Master’s degrees (universities of applied sciences) Master’s degrees (universities)
8
Universities’ and the National Defence University’s
scientific and artistic postgraduate degrees (licentiate and doctor degrees) the General Staff Officer’s Degree
Specialist Degree in Veterinary Medicine Specialist training in medicine
Specialist training in dentistry
Table 1. Qualifications and syllabi referenced to the Finnish National Framework for Qualifications and Other Competence Modules.
The aim of this report is to respond to the criteria and procedures set for the referencing of a national qualifications framework to the European Qualifications Framework, as well as to the criteria and procedures for self‐certification as agreed in the European Qualifications
Framework Advisory Group and in the framework of the Bologna Process, the Framework for Qualifications of the European Higher Education Area, respectively.
The Ministry of Culture and Education has assigned the tasks of the EQF National Co‐ordination Point to the Finnish National Agency for Education. The Finnish National Agency for Education is a central government specialist agency for the development and administration of
education, which functions under the Ministry of Education and Culture. Its areas of
responsibility are inherently connected to the objectives of the qualifications frameworks. The tasks of the National Co‐ordination Point in maintaining, disseminating information about and developing the qualifications framework are discussed later, especially in chapter 4.
2 Finnish education system and qualifications referenced to the FiNQF
For the main part, the national education system of Finland comprises qualifications and syllabi that are governed by the Ministry of Education and Culture. In addition, there are few qualifications that fall under other administrative sectors, namely the Ministry of Defence and the Ministry of Interior. The National Framework for Qualifications and Other Competence Modules (FiNQF) adopted in 2017 encompasses only these qualifications.4
Obviously, the education and qualifications system in Finland is not limited to these qualifications and syllabi ‐ there are various kinds of qualifications provided outside this setting: there exists many types of education and training of varying extent and function, such as preparatory training preceding the completion of a qualification or syllabus, further training which can be related to the eligibility and qualifications requirements for a particular
profession, and competence modules which are aimed at holders of a degree.
The government proposal, approved by the parliament defines the scope of the legislation enacted. In the act, qualifications referenced to the framework are defined as qualifications and syllabi governed by the Ministry of Education and Culture and other administrative sectors. In addition, the act may be applied to modules that are “comparable with
qualifications or other extensive competence modules, which have learning outcomes defined in an act and which have been specified as eligibility or qualification requirement, or which are otherwise related to development of competence and professional skill”.
The reason why the scope of the framework was confined this way, was that the committee that prepared the draft for a qualifications framework recommended focusing on
qualifications that are determined in national legislation, besides which there was a consensus that qualifications of the same type and level should be included exhaustively and as an entity.
The reference to competence modules serves as a road map for developing and expanding the framework.
The report at hand describes only the qualifications that are currently referenced to the National Framework for Qualifications and Other Competence Modules (FiNQF). Information about these qualifications and syllabi is provided in this chapter.
4 The self‐governing province of Åland Islands is autonomous in education matters and their qualifications are not included in the FiNQF.
The diagram on the education system of Finland on the following page illustrates how the Ministry of Education and Culture governed qualifications and syllabi relate to each other and describes how a person can proceed in his or her studies.
Diagram 1: Finnish Education System (Ministry of Education and Culture)
As shown in this diagram, the Finnish education system allows for flexible study paths. Within this system, it is possible to proceed from academically oriented studies to vocationally oriented studies and vice versa. The possibility of continuing one’s studies irrespective of the qualification completed, has been a clear guideline in developing the national education
system and system of qualifications in the past decades. This principle is reflected in the way qualifications are comprised, the learning outcomes produced, as well as the regulations on access to further studies.
As a clarification to the access requirements to master’s degree studies at universities of applied sciences, three years of work or artistic experience is always required of bachelor degree holders regardless of whether the degree is obtained from a university or a university of applied sciences. Another important feature that this diagram does not illustrate is that the further vocational qualifications and specialist vocational qualifications provide general eligibility to apply to universities or universities of applied sciences5.
All the qualifications and syllabi 6 described in the following sections, 2.1 and 2.2, are regulated by national legislation. The acts and decrees regulating these qualifications are provided in Annex 3. Section 2.1 encompasses the qualifications and syllabi governed by the Ministry of Education and Culture and section 2.2 qualifications governed by the other Ministries.
2.1 Ministry of Education and Culture governed qualifications and syllabi
This chapter provides short descriptions of the qualifications and syllabi which are referenced to the Finnish National Framework for Qualifications and Other Competence Modules (FiNQF) at this stage. The learning outcomes of these qualifications and syllabi are described in chapter 4.
2.1.1 Basic education
Nine‐year basic education syllabus is compulsory education provided to pupils aged 7‐16.
Children can either complete this compulsory schooling by participating in basic education, or by acquiring equivalent knowledge in some other way. Basic education is preceded by one year of pre‐primary education, which was made compulsory in autumn 2015. In grades 1‐6 pupils are mainly taught by a primary school teacher (class teacher) and in grades 7‐9 by subject teachers. Pupils may, if they wish to, participate in an additional tenth year of basic education which is designed to enhance their entry into further study.
The education providers draw up their own curricula that are based on the national core curricula, which is prepared by the Finnish National Agency for Education. The subjects and themes taught in basic education and the distribution of lesson hours between the subjects
5 This is stipulated in the Universities Act 558/2009 and the Universities of Applied Sciences Act 932/2014.
6 Syllabus refers to the studies that the nine‐year basic education comprises and the studies that students in general upper secondary education are required to complete. Certificates are issued upon completion of these syllabi. The term syllabus (oppimäärä / lärokurs) is used in this report in conjunction with the term qualification (tutkinto / examen), because descriptions of the Finnish education system use this term and in certain contexts distinction between qualification and syllabus is necessary.
are determined by a Government Decree. The decree also specifies objectives for basic
education such as supporting the pupils’ growth into active and ethical citizens, providing them with an all‐round education and skills needed for life, and promoting lifelong learning and equality in education. A pupil who has completed the entire syllabus receives a basic education certificate.
FiNQF Level
The basic education certificate / syllabus is referenced at level 2 of the FiNQF.
2.1.2 General upper secondary education and the matriculation examination
General upper secondary education builds on the compulsory nine‐year basic education syllabus. General upper secondary education is non‐vocational, all‐round education which prepares for the matriculation examination. The objectives of general upper secondary education are determined by a Government Decree. The objective is to broadly develop the students’ capabilities in adopting, combining, and using acquired knowledge and skills, also across subject boundaries.
The Finnish National Agency for Education prepares the national core curriculum for general upper secondary education which determines the more specific objectives and the core content of different subjects, subject groups and cross‐curricular themes in general upper secondary education.
The extent of the general upper secondary school syllabus is three years. Students can, however, complete the required courses in two to four years’ time. At the end of general upper secondary education, students take the matriculation examination, which is used to assess whether they have acquired the knowledge and skills in accordance with the upper secondary school curriculum and achieved a sufficient level of maturity. Besides students who are in general upper secondary education, the matriculation examination can be taken by candidates who have completed the required, compulsory courses in the subjects they wish to take the tests in (e.g. students in vocational upper secondary education wishing to take the matriculation examination test in mother tongue or some other subject). The matriculation examination is a national examination offered twice a year and governed by the Matriculation Examination Board, which is a separate body functioning under the auspices of the Ministry of Education and Culture.
The matriculation examination comprises always a minimum of four tests. This set of tests includes mother tongue (Finnish/Swedish) and at least three of the following subjects: second national language; foreign language; mathematics and general studies battery of tests
(sciences and humanities). In mathematics, foreign language, and the second national
language, tests can be taken at different levels of difficulty. There are over 30 subjects in which the matriculation examination can be taken.
The general upper secondary school syllabus and the matriculation examination prepare students for further study. Students who have completed the entire syllabus receive a general upper secondary school certificate issued by the general upper secondary school. Students who have successfully completed the matriculation examination receive a matriculation examination certificate which is issued by the Matriculation Examination Board.
Completing both the general upper secondary school syllabus and the matriculation
examination provides the student with general eligibility to apply to universities or universities
of applied sciences. The general upper secondary school certificate alone gives eligibility to apply to universities of applied sciences. The matriculation examination test results are widely used by higher education institutions in student admission. An applicant to higher education studies may receive additional points based on the matriculation examination tests she or he has completed, considering the subjects chosen, level of the tests taken and grades achieved.
FiNQF Level
The general upper secondary education certificate / syllabus and the matriculation examination are both referenced at level 4 of the FiNQF.
2.1.3 Vocational qualifications
The objectives for vocational education and training as well as vocational qualifications are determined by national legislation. These objectives depend on the type of education and type of qualification; the ones determined for vocational upper secondary qualifications are distinct from those determined for further qualifications and specialist qualifications. The Ministry of Education and Culture regulates the qualification structure, decides on the qualifications and the competence areas that belong to qualifications. The qualification specific learning
outcomes are determined in the qualifications requirements which are prepared by the Finnish National Agency for Education.
Vocational upper secondary education and training is initial vocational education and training (IVET). It is regulated by the Vocational Education and Training Act (630/1998). It provides students with the knowledge and skills necessary for completing a vocational upper secondary qualification and capabilities for self‐employment. It also aims to support the students'
development into good and balanced persons and members of the society, as well as to provide them with knowledge and skills necessary for further studies, vocational development, personal interests and versatile development of their personalities.
Education and training leading to vocational upper secondary qualifications is provided mainly by vocational institutions, but also apprenticeship training is offered. All school‐based VET includes at least 30 competence points of on‐the‐job learning. To acquire a vocational upper secondary qualification, the student can either complete a programme and skills
demonstrations provided by a vocational institution or take the competence tests that are required. VET provider licensed by the Ministry of Education and Culture award a qualification certificate to students mentioned before. Competence‐based qualifications regulated by the Vocational Adult Education Act (631/1998) are awarded by the sectoral Qualification
Committees who also assess the tests taken by the candidate. The qualification provides the same professional and academic rights regardless of the method of completion.
When a vocational upper secondary qualification is completed at a vocational institution the extent of the qualification is described in terms of ECVET compatible credits, 180 competence points (osaamispiste / kompetenspoäng) and the nominal duration of study is three years.
Students can, however, complete the qualification in shorter or longer time. School‐based vocational upper secondary qualifications consist of vocational units (135 competence points), common/core units (35 competence points) and free‐choice units (10 competence points).
Vocational qualifications completed as a competence based qualification are currently not described in terms of competence points nor are they assigned a nominal duration.
Competence‐based qualifications comprise only vocational units.7
7 The apprenticeship students also complete their qualifications by taking competence based tests.
Vocational upper secondary education and vocational qualifications are closely linked to the needs of working life and the legislation requires co‐operation between VET providers, businesses and other sectors of working life. All vocational qualifications and the vocational education and training at vocational institutions are designed, planned, provided, assessed and developed in close co‐operation with the business and working life.
This strong link between vocational education and training and the world of work is
demonstrated in the qualification requirements and in the assessment of learning outcomes.
Whether the students have acquired the vocational skills needed in working life is typically assessed in real working life situations at the workplace. Students demonstrate their vocational skills by completing practical tasks which are assessed by representatives of education provider and world of work together. Assessors consider how well the student has acquired the skills needed in working life. There are several assessments like this during the programme of study.
There are three types of competence‐based vocational qualifications. Listed in the order of increasing level of difficulty, these qualifications are the upper secondary vocational
qualification, further vocational qualification and specialist vocational qualification. Compared to the vocational upper secondary qualification, the further vocational qualification is a more specialised qualification. A further qualification comprises solely of vocational units. In terms of learning outcomes, there are differences between upper secondary vocational qualifications and further vocational qualifications, but according to the detailed review of further vocational qualifications and the best fit principle, these qualifications have been placed at the same level in the FiNQF. The last‐mentioned qualification type, specialist vocational qualifications,
indicate command of the most demanding tasks and require special expertise in the field.
The learning outcomes that specialist vocational qualifications produce, are distinct from those provided by upper secondary vocational qualifications and further vocational qualifications.
Based on the holistic review of the specialist vocational qualifications’ learning outcomes, conducted when the placement of qualifications to framework levels was prepared, these learning outcomes correspond to the level descriptors on level 5.
The sector specific Qualification Committees that organise, supervise and assess competence‐
based qualifications include members who represent entrepreneurs and businesses in the field concerned. In addition, the committee members include teachers, experts, representatives of workers’ unions and employer organisations.
Competence‐based qualifications are independent of the way the vocational skills have been acquired. The student demonstrates his/her acquired competence by taking competence tests.
Nevertheless, competence tests are mainly completed in connection with preparatory training.
Preparatory training leading to further vocational qualifications and specialist vocational qualifications is continuing vocational education and training (CVET). Further vocational qualifications and specialist vocational qualifications can only be completed as competence‐
based qualifications. The qualifications are awarded by the sectoral Qualification Committees who also confirms the assessment of the competence tests taken by the candidate.
Students who have successfully completed a vocational qualification receive a qualification certificate. Certificates may also be provided for completed qualification units upon request.
Each vocational qualification is prepared a Certificate Supplement that the graduate can download from the National Europass Centre website (europassi.fi), in addition the education providers who provide vocational upper secondary education and training are obliged by law to issue the Certificate Supplement upon the student’s request.
Vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications provide general eligibility to apply to universities and universities of applied sciences. The academic and professional rights that the qualification provides are the same irrespective of the way in which the qualification is completed.
FiNQF Level
Vocational upper secondary qualifications (ammatillinen perustutkinto / yrkesinriktad grundexamen) are referenced at level 4 of the FiNQF.
The only qualification that is an exception to this rule is the Vocational Upper Secondary Qualification in Air Traffic Control (lennonjohdon perustutkinto /grundexamen i flygledning) which is referenced at level 5 of the FiNQF. The justifications for this exception are that a prerequisite for taking this qualification is an upper secondary qualification, and due to international regulations, the vocational skill requirements are more stringent than those in other vocational upper secondary qualifications or further qualifications. In accordance with the best fit principle, the learning outcomes of this qualification correspond to level 5 descriptors.
All further vocational qualifications (ammattitutkinto / yrkesexamina) are referenced at level 4 and all specialist vocational qualifications (erikoisammattitutkinto /specialyrkesexamina) at level 5 of the FiNQF.
2.1.4 Higher education degrees
The Finnish higher education system consists of two complementary sectors: universities (yliopisto / universitet) and universities of applied sciences (ammattikorkeakoulu /
yrkeshögskola). The Finnish universities which operate in the Ministry of Education and Culture sector come under the Universities Act (558/2009). The Act lists all the universities which receive funding from the Ministry of Education and Culture and award Finnish degrees. The Finnish universities of applied sciences which operate in the Ministry of Education and Culture sector come under the Universities of Applied Sciences Act (932/2014). Universities of applied
sciences need an operating license granted by the Government to receive funding and award Finnish higher education degrees. Universities and universities of applied sciences operating under these Acts belong to the official Finnish higher education system. Currently there are 15 universities and 25 universities of applied sciences and with few exceptions, they are governed by the Ministry of Education and Culture.8 All bachelor’s degrees awarded by these institutions give access to master’s degree studies and all master’s degrees to doctoral studies.
From 2005 onwards, higher education studies have been measured in credits (opintopiste / studiepoäng) that are fully compatible with the European Credit Transfer system, i.e. one Finnish credit corresponds to one ECTS. Since 2005, all Finnish higher education institutions have automatically issued a Diploma Supplement to those who are awarded a degree, prior to this a Diploma Supplements were issued mainly upon request. Learning outcomes provided by individual higher education qualifications may be described in Diploma Supplements.
Higher education institutions, universities and universities of applied sciences, prepare specific learning outcomes for the programmes they offer. All programmes are learning outcomes based and the higher education institutions write descriptions of the specific learning outcomes for all units of study.
Finnish higher education degrees are referenced at levels 6, 7 and 8 in the FiNQF. The placement of degrees at these levels is determined by the learning outcomes of the type of qualification, and the best‐fit principle.
8 The National Defence University is governed by the Ministry of Defence, the Police University College by the Ministry of Interior. The self‐governing province of the Åland Islands, in which the Högskolan på Åland (the Åland University of Applied Sciences) is situated, has autonomy over education matters.
University of applied sciences degrees
The universities of applied sciences are higher education institutions that confer bachelor and master degrees in various fields of applied sciences. Provisions on university of applied sciences degrees, the degrees’ objectives, structure of studies, and other study requirements are regulated by national legislation. Formerly the universities of applied sciences were referred to as polytechnics, but in 2016 the Ministry of Education and Culture decided that the English translation universities of applied sciences should be used also in official contexts.
Bachelor’s degrees
Bachelor’s degrees conferred by universities of applied sciences are first cycle higher education degrees. The required extent of studies depends on the degree – either 180, 210, 240 or 270 credits. Most bachelor’s degrees have an extent of 210 or 240 credits which is equivalent to 3.5 and 4 years of study, respectively. The studies comprise core and
professional studies, elective studies, work placement to promote professional skills, and a final project. Work placement included in the bachelor’s degree accounts for at least 30 credits.
Bachelor’s degrees prepare for demanding expert positions within the relevant field. The degree titles in national languages, Finnish and Swedish, always indicate the field of study that the degree belongs to and the title the graduate can use, e.g. liiketalouden
ammattikorkeakoulututkinto, tradenomi (AMK) / yrkeshögskoleexamen inom
företagsekonomi, tradenom (YH); the English translation for this degree is Bachelor of Business Administration. A general term used to refer to bachelor’s degrees completed at a university of applied sciences is ammattikorkeakoulututkinto / yrkeshögskoleexamen ― this term is used especially in legislation. Upon graduation, the student receives a degree
certificate, a transcript of records and a Diploma Supplement. These documents are issued by the university of applied sciences.
University of applied sciences graduates who hold bachelor’s degrees have access to master’s degree studies at universities and universities of applied sciences.
Master’s degrees
Universities of applied sciences offer master’s degrees in the same fields of study as they offer bachelor’s degrees. The access requirements for master’s degree studies at universities of applied sciences include a suitable bachelor’s degree completed at a university of applied sciences or another suitable higher education degree, and three years of professional experience or artistic work experience.
Master’s degrees conferred by universities of applied sciences are second cycle higher
education degrees. The required extent of studies is either 60 or 90 credits, depending on the degree. The studies are often completed as part‐time study. The studies comprise advanced professional studies, elective studies, and a final project.
Master’s degrees prepare for functioning in demanding expert and managerial positions within the relevant field. The degree titles in national languages, Finnish and Swedish, always indicate the field of study that the degree belongs to and the title the graduate can use, e.g.
matkailu‐ ja ravitsemisalan ylempi ammattikorkeakoulututkinto, restonomi (ylempi AMK)/
högre yrkeshögskoleexamen inom turism‐ och kosthållsbranschen, restonom (högre YH); the English translation for this degree is Master of Hospitality Management. A general term used to refer to master’s degrees completed at a university of applied sciences is ylempi
ammattikorkeakoulututkinto / högre yrkeshögskoleexamen ― this term is used especially in legislation. Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement. These documents are issued by the university of applied
sciences.
University of applied sciences graduates who hold master’s degrees have access to postgraduate studies i.e. third cycle studies, which are offered at universities.
FiNQF Level
Bachelor’s degrees conferred by universities of applied sciences
(ammattikorkeakoulututkinnot, AMK / yrkeshögskoleexamina, YH) are referenced at level 6.
This placement also applies to the degrees of Bachelor of Police Services (poliisin
ammattikorkeakoulututkinto, poliisi (AMK) / yrkeshögskoleexamen för polis, polis (YH)) and Bachelor of Engineering (tekniikan ammattikorkeakoulututkinto, insinööri (AMK) /
yrkeshögskoleexamen inom teknik, ingenjör (YH)) completed in the field of fire and rescue services, described in chapters 2.2.3 and 2.2.4.
Master’s degrees conferred by universities of applied sciences (ylemmät
ammattikorkeakoulututkinnot, ylempi AMK / högre yrkeshögskoleexamina, högre YH) are referenced at level 7.
This placement applies also the degree of Master of Police Services (poliisin ylempi
ammattikorkeakoulututkinto, poliisi (ylempi AMK) / högre yrkeshögskoleexamen för polis, polis (högre YH) described in chapter 2.2.3.
University degrees
Universities confer bachelor’s and master’s degrees and academic, artistic and professional postgraduate degrees. National legislation gives detailed provisions on university degrees, the degrees’ objectives, the structure of studies, and other study requirements. University degrees are academically oriented, but some programmes do also prepare for the pursuit of a specific profession (such as dentist, veterinary surgeon, pharmacist etc.).
Bachelor’s degrees
Bachelor’s degrees offered at universities are first cycle higher education degrees with an extent of no less than 180 credits, which is equivalent to three years of full‐time study. The required extent of studies for the degree of Bachelor of Fine Arts is 210 credits. Studies leading to bachelor’s degrees offered at universities may include basic and intermediate studies, language and communication studies, interdisciplinary programmes, other studies and work practice for professional development. The degree includes a bachelor’s thesis with an extent of 6‐10 credits.
In most fields of study bachelor’s degrees completed at a university are referred to with the term kandidaatin tutkinto / kandidatexamen. Certain fields, such as Law and Pharmacy, have divergent titles.9 The specific degree titles indicate the field of study on a general level, e.g.
luonnontieteiden kandidaatin tutkinto /kandidatexamen i naturvetenskapen; the English translation for this degree is Bachelor of Science. A general term alempi korkeakoulututkinto / lägre högskoleexamen is used to refer to all bachelor level degrees issued by Finnish
universities ― this term is used especially in legislation. Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement. These documents are issued by the university.
University graduates who hold bachelor’s degrees have access to master degree studies at universities and universities of applied sciences.
Master’s degrees
Master’s degrees offered at universities are second cycle higher education degrees with an extent of no less than 120 credits, which is equivalent to two years of full‐time study. The degrees of Master of Science in Psychology, Master of Art in Music and Licentiate of Odontology require 150 credits. Studies leading to master’s degrees offered at universities may include: basic and intermediate studies and advanced studies; language and
communication studies; interdisciplinary study programmes; other studies; and internship improving expertise. The degree includes a master’s thesis with an extent of 20‐40 credits.
9 In the field of Law, the title for a bachelor’s degree is oikeusnotaari / rättsnotarie, and in Pharmacy, farmaseutti / farmaceut.
As an exception to the three‐cycle structure of Finnish higher education, in the fields of
medicine and dentistry a bachelor’s degree is generally not awarded and the studies leading to a master‐level degree are organised as a programme with an extent of 360 credits (6 years) and 330 credits (5½ years), respectively.
In most fields of study master’s degrees completed at a university are referred to with the term maisterin tutkinto / magisterexamen, e.g. kasvatustieteen maisterin tutkinto / pedagogie magisterexamen; the English translation for this degree is Master of Arts (Education). Certain fields have divergent titles10. A general term ylempi korkeakoulututkinto / högre
högskoleexamen is used to refer to all master level degrees issued by Finnish universi es ― the term is used especially in legislation. Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement. These documents are issued by the university.
University graduates who hold master’s degrees have access to postgraduate studies i.e. third cycle studies, which are offered at universities.
Postgraduate degrees
The degrees of doctor and licentiate are scientific and artistic postgraduate degrees, third cycle degrees. The Specialist Degree in Veterinary Medicine is a third cycle professional
postgraduate degree. The legislation does not specify the extent of studies required for these degrees, but does give other provisions.
A student admitted to postgraduate studies may be awarded a licentiate’s degree after he or she has completed the part of the postgraduate studies, and the specialisation studies if included in the degree, as determined by the university. A licentiate’s thesis is also required for the award of this degree ‐ however in the field of music and the field of theatre and dance, the degree may include public demonstrations of knowledge and skills, instead of a licentiate’s thesis.
The requirements for the degree of doctor include that the student admitted to postgraduate studies completes the required postgraduate studies; demonstrates independent and critical thinking in the field of his/her research, and writes a doctoral dissertation and defends it in public or, in certain fields, demonstrates the knowledge and skills in public in accordance with the university’s requirements.
10 In Veterinary Medicine eläinlääketieteen lisensiaatin tutkinto / vetenärmedicine licentiatexamen, in Pharmacy proviisorin tutkinto / provisorexamen, in Dentistry hammaslääketieteen lisensiaatti / odontologie licentiatexamen, in Medicine lääketieteen lisensiaatin tutkinto / medicine licentiatexamen, in Architecture arkkitehdin tutkinto / arkitektexamen, in Engineering diplomi‐insinöörin tutkinto / diplomingenjörexamen, and in Landscape Architecture maisema‐arkkitehdin tutkinto / landskaparkitekstexamen.
In most fields, the term lisensiaatin tutkinto / licentiatexamen is used to refer to a scientific of artistic post‐graduate degree that can be taken after a master’s degree. However, in the fields of Medicine, Dentistry and Veterinary Medicine this title (licentiate) refers to a master‐level degree and it is not to be confused with the third cycle degree of Licentiate offered in other fields. Doctor’s degrees are referred to with the term tohtorin tutkinto / doktorexamen. The actual degree titles indicate the field of study, e.g. oikeustieteen lisensiaatin tutkinto / juris licentiatexamen; in English Licentiate of Laws, and musiikin tohtorin tutkinto /
musikdoktorexamen; in English Doctor of Music. Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement. These documents are issued by the university.
FiNQF Level
Bachelor’s degrees conferred by universities (alemmat korkeakoulututkinnot / lägre högskoleexamina) are referenced at level 6 of the FiNQF.
Master’s degrees conferred by universities (ylemmät korkeakoulututkinnot / högre högskoleexamina) are referenced at level 7 of the FiNQF.
Doctor’s degrees (tohtorin tutkinnot / doktorsexamina) and third cycle licentiate’s degrees (lisensiaatin tutkinnot / licentiatexamina) conferred by universities and the National Defence University are referenced at level 8 of the FiNQF.
Also, the Specialist Degree in Veterinary Medicine, General Staff Officer’s Degree and specialist training in medicine and dentistry are referenced at level 8 of the FiNQF.
2.2 Other administrative sectors' qualifications
In addition to the qualifications and syllabi that are governed by the Ministry of Education and Culture, the FiNQF encompasses qualifications that fall under other administrative sectors, namely the Ministry of Defence and the Ministry of Interior. The qualifications referenced to the framework include qualifications in the fields of defence administration, prison and probation services, police services, fire and rescue services and emergency response centre operations. In the national education system, these qualifications are either vocational qualifications or higher education degrees.
The way these qualifications relate to the Ministry of Education and Culture governed ones is determined by and large in national legislation. The vocational qualifications included in the national qualifications framework are classified as vocational qualifications in the decrees and acts regulating them, and the status and level of all Finnish higher education degrees is defined in the Decree on the Higher Education Degree System (464/1998).
2.2.1 National defence qualifications
Qualifications in the field of national defence that are referenced to the FiNQF are conferred by the National Defence University. The degrees awarded by this university are Bachelor, Master and Doctor of Military Science, and General Staff Officer’s Degree. Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement.
These documents are issued by the National Defence University.
FiNQF Level
Bachelor’s degrees conferred by universities (alemmat korkeakoulututkinnot / lägre högskoleexamina), including the Bachelor of Military Science conferred by the National Defence University, are referenced at level 6 of the FiNQF.
Master’s degrees conferred by universities (ylemmät korkeakoulututkinnot / högre
högskoleexamina), including the Master of Military Science conferred by the National Defence University, are referenced at level 7 of the FiNQF.
Doctoral degrees awarded by universities, including the General Staff Officer’s Degree and Doctor of Military Science conferred by the National Defence University are referenced at level 8 of the FiNQF.
2.2.2 Prison and probation service qualifications
Training Institute for Prison and Probation Services provides vocational training for supervisory and control duties within the prison services (prison officer posts). The aim of the Basic
Examination in Prison Services is to provide students with practical basic knowledge and skills for carrying out goal‐oriented, safe and effective supervisory and control duties within the prison services in a manner that respects the dignity and rights of everyone. Students who have successfully completed the Basic Examination in Prison Services, receive a qualification certificate.
The Training Institute for Prison and Probation Services and the Laurea University of Applied Sciences collaborate in providing a Bachelor’s degree programme in social services with a specialisation in correctional services. The programme leads to a Bachelor’s degree in Social Services (sosiaali‐ ja terveysalan ammattikorkeakoulututkinto, sosionomi (AMK) /
yrkeshögskoleexamen inom social‐ och hälsoområdet, socionom (YH)) which is conferred by Laurea University of Applied Sciences. Upon graduation from the Bachelor’s degree
programme in social services with a specialisation in correctional services, the student receives a degree certificate, a transcript of records and a Diploma Supplement. These documents are issued by Laurea University of Applied Sciences.
FiNQF Level
The Basic Examination in Prison Services (rikosseuraamusalan tutkinto / examen inom brottspåföljdsområdet) is referenced at level 4 of the FiNQF.
The Bachelor of Social Services degree is referenced at level 6 of the FiNQF.
2.2.3 Qualifications in police services
The Police University College is a university of applied sciences that is subordinate to the Ministry of Interior. The Police University College provides studies in the field of internal security and confers the degrees of Bachelor of Police Services (poliisin
ammattikorkeakoulututkinto, poliisi (AMK) / yrkeshögskole‐examen för polis, polis (YH)) and Master of Police Services (poliisin ylempi ammattikorkeakoulututkinto, poliisi (ylempi AMK) / högre yrkeshögskoleexamen för polis, polis (högre YH)). Upon graduation, the student receives a degree certificate, a transcript of records and a Diploma Supplement.
FiNQF Level
The Bachelor of Police Services is referenced at level 6 of the FiNQF.
The Master of Police Services is referenced at level 7 of the FiNQF.
2.2.4 Qualifications in fire and rescue services and emergency response centre operations
The Emergency Services College functions under the auspices of the Ministry of Interior and provides education and training leading to the qualifications of fire fighter, sub‐officer and the emergency care centre operator. The college awards these qualifications.The Savonia University of Applied Sciences and the Emergency Services College collaborate in providing a degree programme for fire officers. The Savonia University of Applied Sciences 11 awards the Bachelor of Engineering (tekniikan ammattikorkeakoulututkinto, insinööri (AMK) / yrkeshögskoleexamen i teknik, ingenjör (YH)). Upon graduation from the student receives a degree certificate, a transcript of records and a Diploma Supplement.
FiNQF Level
The fire fighter qualification (pelastajatutkinto/räddningsmannaexamen) and the qualification of emergency response centre operator (hätäkeskuspäivystäjätutkinto/examen för
jourhavande vid nödcentraler) are referenced at level 4 of the FiNQF.
The sub‐officer qualification (alipäällystötutkinto/underbefälsexamen) is referenced at level 5 of the FiNQF.
Bachelor of Engineering (tekniikan ammattikorkeakoulututkinto, insinööri (AMK) / yrkeshögskoleexamen i teknik, ingenjör (YH)) is referenced at level 6 of the FiNQF.
11 Starting from 1.1.2017, the awarding body for the degree has been the Police University College, and a new degree title Bachelor of Rescue Services (pelastusalan ammattikorkeakoulututkinto, pelastusalan päällystötutkinto (AMK) /
yrkeshögskoleexamen för räddningsbranschen, befälsexamen för räddningsbranschen (YH)) is used.
3 Referencing and self‐certification processes in Finland
It was decided by the Ministry of Education and Culture and the Finnish National Agency for Education that referencing the FiNQF to the EQF, and self‐certifying the framework to the EHEA Qualifications Framework should be carried out as a single process. The Finnish National Agency for Education was given the task of drafting a report that would meet the
requirements set for the referencing process and for self‐certification.
The Ministry of Education and Culture has commented on the combined referencing and self‐
certification report and approved the finalised report.
3.1 Criteria for referencing qualifications frameworks to the EQF
3.1.1 Criterion 1: Responsibilities and legal competence of national authorities
The Ministry of Education and Culture is the national authority responsible for the FiNQF and the further development of this framework. The Finnish National Agency for Education is a government agency working under the Ministry of Education and Culture which the ministry has named the National Co‐ordination Point (NCP) for the European Qualifications Framework.
In 2008, the Ministry of Education and Culture issued a regulation in which the following tasks were assigned to the National Co‐ordination Point: participation in the development and implementation of the EQF; disseminating information to stakeholders about the EQF, the NQF and the placement of qualification to the frameworks; giving guidance and advice to
stakeholders in using the qualifications frameworks; taking part in the national and
international collaboration involving qualifications frameworks and promoting co‐operation;
other tasks assigned by the ministry. In 2009, the Ministry of Education and Culture asked the Finnish National Agency for Education to represent Finland in the network of National
Correspondents for Qualifications Frameworks (EHEA Qualifications Framework).
It has been agreed between the Ministry of Education and Culture and other relevant ministries that the Ministry of Education and Culture coordinates the work involving the FiNQF, EQF and the EHEA Qualifications Framework.
3.1.2 Criterion 2: Links between the qualifications frameworks’ level descriptors
Number of levelsAs the starting point for its work, the working group in charge of the drafting the FiNQF studied closely the level descriptors in the EQF and considered the suitability of eight level framework in describing the national qualifications system. It was concluded that eight levels correspond well to the Finnish education system, especially when other modules of study not leading to a qualification are considered. Although for the time being the FiNQF has levels to which no qualifications have been placed at, it is highly likely that these levels will be used when the other broad competence modules are to be included in the framework. As an example, the preparatory trainings for upper secondary education for which the learning outcomes are determined on a national level, could perhaps be placed at level 3 in the FiNQF.
Thus, the working group decided to use eight levels in their proposal. In addition, it was acknowledged that the level descriptors in the EQF are general and apply to qualifications with divergent orientations and functions. For these reasons, adopting an eight‐level framework as the national qualifications framework was considered both practical and an appropriate way of describing the Finnish education system and qualifications in relation to the EQF.
Descriptors and learning outcomes
FiNQF level descriptors were modelled after the EQF level descriptors, because they were considered well‐suited for describing the learning outcomes of Finnish qualifications. The choice was also practical in the sense that the levels of the FiNQF correspond to the EQF levels, which makes the framework more transparent. Although the EQF level descriptors were modified and complemented to reflect certain features of the Finnish education system and qualifications, such as the emphasis on studying languages, the core of the FiNQF level descriptors does correspond to the EQF level descriptors. In the national descriptors, the key competence for lifelong learning, as defined in the Recommendation of the European Parliament and of the Council (2006), are visible. This applies especially to communication in the mother tongue and foreign language(s), learning to learn, sense of entrepreneurship and social competence, which have been implemented through national curricula in primary and secondary education.
At the beginning, when the level descriptors for a national qualification framework were first drafted, learning outcomes were divided into five areas: (1) knowledge, (2) working method and application (skill), (3) responsibility, management, entrepreneurship., (4) assessment, (5) key skills for life‐long learning. Later on, the five areas were amalgamated into unified level descriptors where a distinction between the different aspects is no longer made.
